Integrative reasons Interview Results

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b. Integrative reasons

The next motivation that is revealed from the interview section is integrative motivationreasons . A learner is integratively motivated when heshe learns a language because heshe wants to “know more of the culture and values of the foreign language group …to make contact with the speakers of the languages…to live in the country concerned . It is believed that the students who are more successful when learning a target language are those who like the people that speak the language, admire the culture and have desire to become familiar with or even integrate into society in which the language is used” Finegan 1999, p . 568 . One of the interviewee stated that learning English is fun, while another students believed that mastering English language will make her look smarter . In other words, integrative motivation is considered as secondary source of SMK N 1 Depok Students’ motivation towards learning English . Moreover, all the interviewees are interested in taking an English course for their own needs to improve their proficiency in English . Here are some direct quotes from the interviewees that illustrates those reasons: Student 2: “because I can communicate with people who speak English and I wish I can get a scholarship abroad” The statement from student 2 above clearly shows us that her motivation to learn English is because she wants to be able to communicate with people who speak English and to get a scholarship abroad . In other words, student 2 has desire to become the part of the society in which the target language is used . According to Finegan 1999, p.568, the students who are more successful when learning a 37 target language are those who like the people that speak the language, admire the culture and have desire to become familiar with or even integrate into society in which the language is used. Student 5: “I am interested in English language because English is an international language, and learning English is fun” The statement from student 5 above clearly indicates that she likes English language and realizes that English is an international language . Moreover, student 5 thinks that learning English is fun . Finegan 1999, p . 568 stated that the students who are more successful when learning a target language are those who like the target language . Student 1: “because I love updating my facebook and twitter status in English, it makes me look smarter than others” The entity view of ability proposed by Woolfolk 1990, p.320 goes in line with student 1’s statement above. Student 1 believed that mastering English well will make her look smarter than others, students who have an entity view of ability tend to set performance goals and they usually look for situation where they can look smart among their friends . In the other hand, students who have an incremental view of ability tend to set learning goals and seek situations where they can improve their skills . Student 6: “because I love listening to the English songs, especially One Direction’s a boy band songs and when I try to find the lyric of those songs, I get new vocabularies ” The statement from student 6 shows us that she loves English because she loves listening to English songs from her favorite boy band . From her interest to English songs, student 6 can learn a new vocabulary which is very useful for 38 improving her English proficiency. According to Cooper and Fishman 1977, p.112, the statement from student 6 can be categorized into personal motivation. According to them, personal motivation refers to motivation relating to personal reason of satisfaction , this is including activities such as watching English-dub movies and reading books in English language .

B. SMK N 1 Depok Students’ Attitudes towards Learning English

1. Questionnaire Results

To indentify the students’ attitudes towards learning English, ten questions for domain 3: Attitudes Towards Learning English adapted from Gardner’s Attitude and Motivation Test Battery AMTB were distributed . The data will be prensented in terms of the distribution of frequenciespercentages and the total means value for each domain . The means are simply the average calculation of the responses with 1 point assigned for “strongly disagree”, 2 for “disagree”, 3 for “do not know”, 4 for “agree”, 5 for “strongly agree” . In this part, the researcher presents the results of the questionnaire for domain 1 and 2 .

a. Domain 3: Attitudes towards Learning English

Item number 1-10 Freq perc Agree Disagree Don’t know Total Mea n Std The development of our country is possible mainly by educated people who know English well Freq 76 5 9 90 4 . 12 . 81 Perc 84 . 44 5 . 56 10 100 When I hear someone Freq 89 1 90 Table 4.5 Frequencies, Percentages, and Mean scores for items of domain 2